Changhua County Tuku Elementary School─Listen to me, look at me, beautiful elf!

1. In terms of learning concepts: taking school-based courses as the main axis, developing school-based courses, special courses, flexible courses, theme courses, community courses, etc. in different disciplines. Mainly discover the daily beauty of my hometown. Discover the daily beauty of my hometown. Discover the daily beauty of my hometown. Discover the daily beauty of my hometown. Discover the daily beauty of my hometown. Discover the daily beauty of my hometown. Discovering the daily beauty of my hometown is the main focus. Discovering the daily beauty of my hometown is the main focus. Discovering the daily beauty of my hometown is the main axis. Through awareness and sharing, we deepen the process of artistic transformation and design an English reader novel with comprehensive performance characteristics. theater. In a series of cross-domain aesthetic design courses, students combine cross-learning in the comprehensive fields of native language, English, art and humanities to encourage students to climb the scaffolding and finally complete their learning tasks.
2. In the selection of specific themes: planning starts from the school-based course International Food and Agriculture, taking the image of hometown as the main axis, starting from rural crafts - weaving (bamboo weaving, wool weaving), connecting the flexible courses - reading, and dividing the reading themes into lower, middle and upper grades. Design - Bamboo weaving culture, observe and care about rural areas, and then spread it to the daily life in rural areas. It combines the learning of English field, comprehensive field and performing arts, allowing students to perceive the beauty of their hometown and then transform it into art sharing of the beauty of art performances. Activity.
3. In terms of curriculum planning: Continuing international education in the 107th academic year - Mi Baobao's international movement, starting from the image of hometown, interpreting the cultural appearance of hometown customs and customs through artistic creation and performance, and conducting language (Mandarin reading, The cross-domain combination of English readers' small theater), arts, and comprehensive fields allows students to understand and perform their hometown through lower-level foreign language, compare the similarities and differences in Chinese and Western rural culture, and show their learning achievements at the graduation ceremony—with performing arts as the main axis , to warm up for the performing arts in the 109th academic year.
4. In terms of execution process: adopt point-like learning to connect common elements and then consolidate and extend them for the next stage. The brief is as follows: use learning tasks and common elements as links to carry out a dispersion-collection-extension learning design. Taking the graduation ceremony as an example, the performing arts-reader's theater is used as the final learning outcome. Therefore, in the entire academic year's learning curriculum, in the learning tasks of each academic period, the required common elements (music, body rhythm) are extracted. Awareness, language symbol communication, experiencing hometown crafts through art and literature weaving, exploring hometown imagery...), cultivate knowledge and abilities bit by bit, and then converge into the teaching stage of the readers' small theater, and review the learning results through the final performance, and By appreciating the performances of the Nine Opera Troupes, you can feel the beauty of performing arts, which will serve as the starting point for studying performing arts in the next school year.
5. In the implementation of cross-domain joint preparation: the curriculum and teaching design are explained at the beginning of the period, and the professional communities of teachers in various fields prepare lessons in a common classroom. Then the administrative department designs learning activities and contacts various professional communities for cross-domain preparation. All areas are jointly prepared, and will be reviewed and adjusted together in the teacher joint preparation session on Wednesday. When necessary, administrative leaders will enter the class to observe and assist, so that students' learning activities can proceed smoothly and learning goals can be achieved.
6. In terms of administrative support: the Teaching Office must let teachers understand the spirit and meaning of cross-domain beauty, design the main skeleton and provide relevant activity design forms, let teachers clearly know the design direction, and introduce external knowledge to the Teacher Assistance Office Resources are provided to assist, and teachers are planned to prepare time together, create opportunities for communication, and improve curriculum design and teaching activities. Another feature of our school in this regard is that the principal is the curriculum leader. The school's goals are clear, the progress is accurately controlled, and the students' learning results are jointly reviewed by all teachers in the school.